The importance of accurate reading assessment data cannot be overstated. Data is used to make decisions that directly impact student learning. The problem this study addressed was that 66% of fourth-grade students in Missouri were scoring below grade level on reading achievement assessments (NAEP, 2019). However, most high-stakes reading assessments require students to read grade-level passages. When students struggle with reading, standardized tests may not provide accurate information on student's mastery of reading skills because the student could have had difficulty understanding the reading passage. The purpose of this study was to determine if a student's independent reading level significantly affects their ability to show their proficiency on reading assessments. This study was implemented in a rural Missouri school district and included fifth-grade student participants. The researcher utilized the simple view of reading theory as the theoretical framework for this study. The results of this study showed that there was a statistically significant increase (p = 0.014) in student achievement when the teacher read the grade-level reading passage aloud to students on the Newsela Standards-Based Reading Assessment. The results also showed a statistically significant increase (p = 0.040) in student achievement when students received an appropriately leveled reading passage on the Newsela Standards-Based Reading Assessment. Finally, the results of this study showed a moderately strong positive correlation (r = 0.660) between students' reading levels and their proficiency score on the English Language Arts MAP test. The researcher concluded that students' reading levels can affect their ability to show their proficiency at grade-level standards on standards-based reading assessments, thus affecting the accuracy of reading assessment data. Therefore, the researcher suggests that teachers should read grade-level reading passages aloud to students on reading assessments when gathering data solely on grade-level reading standards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]